American  Historical  Association 

>>* ' % ij 


PROVISIONAL  REPORT 


ON 


A Course  of  Study  in  History 


COMMITTEE  OF  EIGHT. 

J.  A.  JAMES,  Northwestern  University,  Chairman. 

H.  E.  BOURNE,  Western  Reserve  University. 

E.  C.  BROOKS,  Supt.  Schools,  Goldsboro,  N.  C 
WILBUR  F.  GORDY,  Supt.  Schools,  Springfield,  Mass. 

MABEL  HILL,  Lowell  Normal  School,  Mass. 

JULIUS  SACHS,  Teachers’  College,  N.  Y. 

H.  W.  THURSTON,  Chief  Probation  Officer,  Chicago. 

J.  H.  VAN  SICKLE,  Supt.  Schools,  Baltimore. 

The  chairman  of  the  Committee  of  Eight,  Professor 
J.  A.  James,  will  be  glad  to  receive  criticisms  and  sugges- 
tions. He  may  be  addressed  at  Northwestern  University, 

Evanston,  Illinois. 


NOTE. 


The  general  principles  upon  which  these  lists  are  based 
were  made  the  subject  of  a report  at  the  last  meeting  of 
"the  American  Historical  Association  (see  pp.  137-139,  vol. 
I,  Report  for  1905).  The  specific  recommendations  have 
been  modified  by  restricting  this  particular  work  to  the  last 
three,  instead  of  the  last  four,  grades.  In  the  report  re- 
ferred to,  it  was  explained  that  if  American  history  is  to 
be  the  principal  subject  of  study  in  the  elementary  school, 
we  must  take  this  history  in  no  narrow  sense.  We  must 
remember  that  our  task  is  to  give  an  historical  interpreta- 
tion of  our  national  life  rather  than  recount  merely  the 
events  which  have  happened  on  this1  continent  since  early 
colonial  times.  One  of  the  most  important  duties  of  the 
teacher  is  to  put  the  national  history  into  its  place  in  the 
history  of  the  world.  With  younger  pupils  this  must  be 
done  not  through  didactic  explanations,  but  by  means  of 
impressions  conveyed  by  a series  of  descriptive  pictures  or 
suggestive  §tories  arranged  in  chronological  order. 

In  the  following  list  of  topics  all  are  not  of  equal  value. 
Some  topics  may  occupy  a class  five  minutes,  others  the  time 
of  a whole  exercise,  others  still  longer,  according  to  the 
judgment  of  the  teacher.  The  minor  topics  are  intended 
to  indicate  to  the  teacher  the  principal  elements  of  the 
subject.  Many  of  them  would  be  covered  in  an  ordinary 
text-book  in  a few  lines. 

In  the  list  of  topics  submitted  for  the  sixth  grade  those 
features  of  ancient  and  mediaeval  life  have  been  illustrated 
which  explain  either  important  elements  of  our  civilization 


or  which  show  how  the  movement  for  discovery  and  coloni- 
zation originated.  A few  great  incidents  .or  typical  charac- 
ters of  the  ancient  and  mediaeval  world  have  been  added 
because  these  memories  are  a part  of  the  universal  heritage 
of  mankind.  It  is  not  at  all  the  intention  to  teach  Greek, 
Roman  or  Mediaeval  history,  though  the  topics  are  selected 
from  these  fields.  It  is  natural  that  the  topics  seem  to  call 
for  more  time  than  that  assigned  for  their  treatment,  be- 
cause the  reader  recalls  the  richness  of  the  material  which 
lies  all  about  them  and  feels  irresistibly  that  somehow  all 
these  things  must  be  included. 

It  should  be  added  that  these  lists  have  been  tested  in 
regard  to  the  time  required  to  complete  them  in  their  respec- 
tive grades.  It  has  been  found  that  if  they  are  interpreted 
as  suggested  they  do  not  ofifer  an  excessive  amount  of  work. 


SIXTH  GRADE. 


INTRODUCTION. 

General  topics  I,  II,  III. 

The  purpose  of  these  introductory  topics  is  to  utilize 
the  child’s  experience  and  knowledge  in  such  a way  as  to 
impress  upon  his  mind  the  elementary  fact  that  Americans 
came  originally  from  Europe  and  brought  with  them  all 
that  Europeans  up  to  that  time  had  learned ; in  other  words, 
that  the  beginnings  of  American  ways  of  living  are  to  be 
sought  far  back  in  the  story  of  the  world.  The  pupil  in 
the  fifth  grade  cannot  be  expected  to  appreciate  the  signifi- 
cance of  this  fact,  but  the  impressions  which  he  receives 
will  turn  his  awakening  curiosity  in  the  right  direction.  It 
is  not  essential  that  all  teachers  use  exactly  the  minor  topics 
suggested,  if  they  can  accomplish  the  purpose  better  by 
means  of  other  topics. 

The  second  of  the  three  general  topics  aims  to  empha- 
size the  idea  that  the  world  which  the  pupil  sees  on  his 
maps  has  changed  and  grown,  and  to  lead  him  back  to  the 
places  where  the  foundations  of  what  we  call  civilization 
were  laid. 

After  this  preliminary  work,  the  child  should  be  ready 
to  learn  something  of  each  of  the  peoples  which  have  con- 
tributed a part  to  the  stock  of  knowledge,  of  skill,  and  of 
character,  with  which  the  Americans  started. 

I.  Where  Americans  came  from. 

Newcomers . Are  there  persons  in  the  community  not 
born  in  America  ? Make  a list  of  the  lands  from  which 
they  came.  Find  these  lands  on  the  map.  What  con- 
tinent contains  nearly  all  these  lands? 

How  emigrants  come . Picture  of  an  ocean  steam- 
ship. How  emigrants  are  admitted,  for  example,  at 

3 


New  York.  How  they  reach  the  places  where  they 
settle,  using  illustrations  of  local  interest,  if  possible. 

Earlier  Americans  as  emigrants.  This  may  be  taught 
by  taking  a story,  from  local  history,  of  the  emigration 
of  a group ; for  example,  the  Pilgrims  in  the  May- 
flower. 

II.  When  America  was  unknown;  three  views  of  the 

world. 

EIozv  the  world  looked  when  the  Christian  era  began. 
A study,  with  a map,  showing  that  at  that  time  most 
peoples  lived  about  the  Mediterranean,  though  they 
had  names  different  from  the  names  their  present  day 
successors  bear — English  called  “Britons,”  French 
called  “Gauls,”  Italians  called  “Romans.”  The  inhabi- 
tants of  Greece  were  even  in  that  time  “Greeks,”  and 
many  Greeks  lived  in  cities  around  the  eastern  and 
southern  shores  of  the  Mediterranean.  Add  ancient 
notions  of  the  shape  of  the  world,  “Ultima  Thule,”  the 
“Antipodes.” 

How  the  world  looked  just  before  Columbus  discov- 
ered America,  using  a blackboard  sketch  based  upon 
reproductions  of  the  Behaim  globe,  or  upon  Toscanelli’s 
supposed  theories.  The  idea  of  the  Burning  Tropics 
and  the  Sea  of  Darkness. 

III.  What  Americans  .started  with,  a study  of  some 

ancient  inventions. 

Some  recent  inz/entions.  The  teacher  may  by  ques- 
tioning make  a list  of  the  most  important  modern  in- 
ventions, like  the  telephone,  the  telegraph,  the  locomo- 
tive,, or  the  steamship,  which  Americans  or  modern 
Europeans  have  invented. 

Inventions  made  before  Columbus  discovered  Amer- 
ica. Attention  may  be  concentrated  on  one,  like  print- 
ing with  movable  types,  or  may  be  divided  between  this 
and  the  compass  and  gunpowder,  concluding  with  ques- 
tions about  the  relative  value  of  such  inventions  and 
of  the  more  recent  inventions. 

Still  older  inventions , like  the  way  to  record  our 
words,  that  is,  through  letters,  or  the  way  to  build 
houses  or  ships.  If  the  alphabet  is  chosen,  our  letters 

— 4 — 


may  be  compared  with  Greek  letters,  with  a simple 
explanation  of  Egyptian  hieroglyphics  or  Babylonian 
cuneiform;  if  books  are  chosen,  ancient  forms  of  these 
may  be  explained;  the  same  method  may  be  pursued  if 
houses  or  ships  are  taken,  with  the  simple  aim  of  show- 
ing the  child  that  we  Americans  started  with  many 
things  which  had  been  invented  or  discovered  ages 
before  our  ancestors  arrived. 

No  peoples  did  more  to  begin  the  ways  of  living  which 
we  have,  and  which  our  forefathers  brought  to  America, 
than  the  Greeks  and  the  Romans  who  lived  about  the  shores 
of  the  Mediterranean  when  the  Christian  era  began.  The 
aim  of  the  topics  selected  from  Greek  and  Roman  history  is 
to  illustrate  the  characteristics  of  Greek  and  Roman  life, 
and,  at  the  same  time,  to  interest  the  pupil  in  a few  of  the 
greatest  memories  which  the  Greeks  and  the  Romans  have 
left  for  all  mankind  to  cherish.  Emphasis  should  also  be 
laid  upon  their  work  as  spreaders  of  civilization  wherever 
their  cities  were  built  or  their  rule  was  extended,  for  it  was 
in  this  way  that  there  came  to  be  a world. 

IV.  The  Greeks,  why  we  remember  them. 

Famous  stories  already  learned  through  supplemen- 
tary reading.  With  children  who  have  learned  these 
stories  well,  it  is  enough  to  ask  them  which  ones  they 
remember,  with  the  aim  to  recall  to  their  minds  such 
stories  as  the  Golden  Fleece,  Hercules,  Siege  of  Troy, 
Wanderings  of  Ulysses.  It  is  not  intended  to  teach 
the  stories,  such  work  belongs  rather  to  English  work. 

Famous  Greek  cities  which  still  exist.  With  a map, 
point  out  Marseilles,  Alexandria,  Constantinople,  and 
Athens.  Use  pictures.  Tell  something  about  each. 

Unforgotten  memories  of  Greek  courage.  Tell  the 
story  of  Leonidas  and  the  Three  Hundred,  or  the  Story 
of  Marathon,  or  the  Story  of  Salamis. 

V.  How  the  Greeks  Lived. 

Athens , the  most  splendid  of  ancient  Greek  cities. 
Show  pictures  of  the  ruined  temples  of  Athens,  giving 


— 5 — 


simple  explanations  of  the  purposes  which  the  buildings 
served. 

Study  of  a beautiful  Greek  temple.  Pictures  of  the 
Parthenon,  simple  explanation  of  its  structure,  its  sculp- 
tures ; tell  where  some  of  them  may  be  seen. 

An  ordinary  house.  The  parts  of  the  house  may  be 
explained.  Something  may  be  said  of  the  home  life,  the 
slaves,  etc.  If  preferred,  this  time  may  be  occupied  in 
showing  pictures  of  famous  statues,  like  the  Venus  of 
Milo,  the  Hermes,  the  Thrower  of  the  Discus. 

VI.  Greek  roys  and  Greek  men. 

The  Greek  boy , training  and  amusements,  at  Athens, 
at  Sparta,  the  Olympic  games. 

Greek  men , their  love  of  ruling  themselves.  The  ex- 
planation may  pursue  the  following  line.  The  Greek 
city  included  not  only  a large  number  of  houses  sur- 
rounded by  a wall,  but  also  much  of  the  countryside, 
as  far  as  the  mountains  which  separated  it  from  the 
neighboring  city.  The  men,  shut  off  from  their  neigh- 
bors in  this  way,  loved  to  manage  their  own  affairs. 
Add  a description  of  a Greek  assembly  in  the  open  air, 
with  a Pericles  or  a Cleon  trying  to  persuade  the  citi- 
zens to  do  as  he  wishes. 

The  story  of  Socrates , one  of  the  greatest  of  the 
Greeks ; how  he  questioned  men  about  what  they 
thought  was  true,  story  of  his  death. 

VII.  Men  who  carried  Greek  Ways  of  Living  to  other 

Lands. 

Sailors , traders , and  colonists,  a Greek  ship,  products 
sought  on  shores  of  Black  Sea,  why  the  Greeks  called 
it  “Euxine.”  With  map  show  how  widespread  were 
the  Greek  colonies,  pointing  out  Cyprus,  Naucratis, 
Cyrene,  Syracuse,  the  cities  of  Magna  Graecia,  Mas- 
silia  (Marseilles),  pausing  to  say  a word  about  the 
relation  of  the  Egyptians  to  the  Greeks,  or  about  Greek 
traders  in  what  is  now  France. 

Alexander  the  Great,  stories  of  his  boyhood,  his  great 
march  to  India,  with  brief  description  of  the  battle  of 
Issus. 

Alexandria,  the  greatest  of  the  Greek  cities  founded 


— 6 — 


by  Alexander,  its  great  Museum  and  Library,  what 
some  of  its  scholars  were  studying  about,  Ptolemy,  for 
example. 

The  Romans  were  the  people  which  received  what  the 
Greeks  had  learned,  added  to  it,  and  carried  the  new  knowl- 
edge to  what  is  now  France,  England,  Spain,  and  to  a part 
of  Germany,  countries  from  which  the  discoverers  and 
colonizers  of  America  came.  In  this  way  the  Romans  are 
to  be  considered  as  one  of  the  makers  of  America.  Their 
work  was  chiefly  conquering  and  organizing  as  one  world 
all  the  lands  about  the  Mediterranean  and  in  Western 
Europe  as  far  as  the  borders  of  Scotland  and  the  German 
forests.  The  wonderful  thing  about  them  is  that  they  began 
as  an  obscure  tribe  dwelling  on  the  banks  of  the  Tiber. 

VIII.  How  the  Romans  began. 

Stories  about  the  Romans  already  learned.  Recall, 
for  example,  Romulus  and  Remus,  Horatius  at  the 
Bridge,  Coriolanus.  As  in  the  case  of  the  Greek  stories, 
they  are  not  to  be  taught,  simply  recalled.  They  are 
not  a part  of  the  history  of  Rome,  being  only  stories 
the  Romans  told  about  their  early  days. 

What  the  Romans  started  with ; size  of  the  early  city 
and  of  the  region  over  which  it  ruled.  Patricians  and 
Plebeians,  tell  briefly  the  story  of  the  Secession  of  the 
Plebeians. 

Early  struggles  with  warlike  neighbors,  illustrated 
by  one  story,  either  that  of  Cincinnatus  or  that  of  the 
Caudine  Forks. 

No  attempt  should  be  made  to  explain  in  detail  the 
development  of  the  Roman  power  in  Italy.  The  im- 
pression naturally  conveyed  by  these  stories  is  sufficient. 

IX.  How  the  Romans  conquered  the  lands  about  the 

Mediterranean. 

Rome  and  Carthage ; story  of  Hannibal,  his  youthful 
oath,  his  march  from  Spain  to  Italy,  the  passage  of  the 
Alps ; description  of  one  battle,  either  that  of  Lake 
Trasimenus  or  of  Cann?e,  showing  how  skilful  in 


-7  — 


strategy  was  Hannibal.  Add  that  the  Romans  finally 
defeated  Hannibal  in  Africa. 

The  Romans  and  the  Greeks  of  Alexander’s  Empire. 
Here,  as  in  the  case  of  Italy,  there  should  be  no  attempt 
systematically  to  describe  the  conquest  of  the  eastern 
Mediterranean.  One  striking  incident,  like  the  battle  of 
Cynocephalae,  with  a map  study  showing  the  lands  the 
Romans  conquered,  Asia  Minor,  Syria  (with  Jerusa- 
lem) and  Egypt,  is  sufficient.  In  the  battle  story,  a 
Roman  legion  should  be  compared  with  the  Macedonian 
phalanx,  and  it  should  be  explained  how  the  legion 
formation  was  successful. 

X.  The  Romans  in  the  West. 

Their  greatest  general , Julius  C cesar,  and  the  Gauls, 
ancestors  of  the  French.  After  the  pupils  have  located 
Gaul  on  the  map,  illustrate  simply  with  the  story  of 
Vercingetorix  and  the  siege  of  Alesia. 

No  attempt  should  be  made  to  mention  the  names  of 
the  Gallic  tribes  or  to  relate  more  than  the  simple  inci- 
dent of  Vercingetorix. 

C cesar  and  the  Germans , simple  story  of  the  Ariovis- 
tus  incident,  how  the  Romans  were  frightened  by  the 
immense  size  of  the  Germans,  how  Caesar’s  camp  fol- 
lowers wanted  to  return  to  Italy.  The  bridge  Caesar 
built  over  the  Rhine,  its  purpose,  why  Ariovistus  had 
crossed  into  Gaul. 

C cesar  and  the  Britons , why  Caesar  wanted  to  invade 
Britain,  the  Druids,  how  he  crossed  the  Channel,  his 
landing,  why  he  did  not  subdue  the  Britons. 

These  are  the  simple  elements  of  the  story,  which  is 
brief.  With  the  other  two,  it  will  serve  to  teach  the 
lesson  of  the  Roman  relation  to  Western  Europe. 

XI.  Rome,  the  Imperial  City. 

Why  the  Romans  came  to  be  ruled  by  Emperors;  at 
first  they  governed  themselves  as  did  the  Greeks,  by 
assemblies  of  the  people,  afterwards  leading  politicians 
tried  to  win  these  voters  by  giving  great  gladiatorial 
shows,  or  by  reducing  the  price  of  bread,  politicians 
also  sometimes  gathered  followers  and  fought  for  con- 
trol of  the  city ; Caesar  was  also  a politician,  and  in  a 


— 8 — 


quarrel  with  his  rivals  he  led  his  army  to  Rome  and 
became  its  master,  founding  the  empire.  His  suc- 
cessors called  emperors. 

This  story  should  follow  these  simple  lines,  and 
should  not  occupy  more  than  the  time  of  a single  exer- 
cise. No  attempt  should  be  made  to  explain  the  titles 
of  officials  or  the  names  of  assemblies ; general  descrip- 
tive words  are  sufficient. 

How  Rome  looked;  pictures  of  the  Forum,  a Roman 
Arch  of  Triumph,  the  Coliseum,  a Roman  aqueduct, 
a Roman  road,  with  a few  words  of  explanation  in 
each  case. 

Roman  books;  how  the  Roman  boy  was  taught;  a 
famous  book,  the  TEnCid  of  Virgil,  with  a little  of  its 
story. 

XII.  Rome  and  Christianity. 

At  this  point  it  is  well  to  connect  the  Empire  with 
Christianity  by  pointing  out  that  Jesus  was  born  when 
all  the  Mediterranean  world  was  at  peace  under  Roman 
rule.  Judea  was  a Roman  province,  and  at  the  time  of 
the  death  of  Jesus,  Pontius  Pilate  was  the  Roman 
governor.  Paul  was  born  in  a town  in  which  all  men 
were  regarded  as  Roman  citizens,  a privilege  which 
enabled  him  to  appeal  for  a special  trial  at  Rome. 

It  is  not  expected  that  the  story  of  Jesus  will  be  told. 

Roman  emperors  treat  the  early  Christians  as  public 
enemies , the  Christians  persecuted  for  not  uniting  in 
the  imperial  religion  and  for  forming  an  almost  secret 
organization;  story  of  Nero’s  persecution,  pictures  of 
the  catacombs. 

The  Roman  Empire  is  called  Christian;  the  Emperor 
Constantine  adopts  Christianity  as  the  religion  of  the 
empire,  story  of  the  “Sign  of  the  Cross.” 

The  Church  in  Constantine’s  day  was  managed  by 
bishops  in  the  cities,  archbishops  over  several  cities, 
with  a “pope”  at  Rome,  a “patriarch”  at  Constanti- 
nople, another  “patriarch”  at  Alexandria. 

This  should  be  limited  to  a statement  of  the  fact, 
accompanied  by  answers  to  such  questions  as  the  pupils 
are  prompted  to  ask.  Controversial  matters  should  be 
avoided. 


— 9 — 


WESTERN  EUROPE. 

In  topics  13-19  the  pupil  will  learn  more  of  the 
peoples  which  were  to  have  a direct  share  in  the  mak- 
ing of  America.  These  peoples  were  taught  by  the 
Romans,  though  they  did  not  preserve  all  that  they 
had  seen  or  been  told.  The  pupils  should  learn  of  the 
typical  characters  of  the  Middle  Ages  and  something 
of  the  modes  of  life.  At  the  close  of  the  group  are  a 
few  topics  which  have  an  immediate  relation  to  the 
discoveries  and  form  a necessary  introduction  to  them. 

XIII.  The  Germans. 

Names  of  German  tribes  which  reappear  in  modern 
names — Angles,  Saxons,  Franks.  Simple  descriptions 
of  German  life,  why  many  emigrated  to  Roman  cities 
and  how  they  were  employed. 

German  invaders ; story  of  Hengist  and  Horsa,  story 
of  Clovis. 

Famous  stories  which  illustrate  traits  of  the  Germans 
or  which  grew  up  about  the  incidents  of  the  invasions ; 
recall  the  Niebelung  tales,  or  the  tales  of  King  Arthur. 

If  the  pupils  do  not  know  them,  one  from  either 
group  may  be  selected  for  telling. 

XIV.  How  the  Germans  came  to  rule  over  the  West ; 

Charlemagne. 

As  king  of  the  Franks , a German  tribe  which  had 
conquered  Roman  Gaul,  impressions  from  Einhard  of 
his  appearance,  manner  of  living,  and  interests ; his 
efforts  to  make  Frank  boys  love  knowledge. 

How  Romanised  Germans  extend  their  ways  of  living 
into  the  older  Germany ; story  of  Boniface  and  his 
preaching,  the  “Oak  of  Geismar” ; Charlemagne  con- 
verts the  Saxons,  compelling  them  to  be  baptized  as 
Christians. 

This  may  be  taken  as  a type  of  the  German  move- 
ment of  colonization  which  later  extended  beyond  the 
Elbe,  and  may  be  compared  with  the  movement  of 
Americans  westward  across  the  plains. 

Charlemagne  crowned  emperor  at  Rome,  Christmas, 


— 10— 


8oo;  simple  description  of  the  incident,  with  the  ex- 
planation that  his  empire  was  not  as  large  as  the  older 
Roman  empire,  but  included  only  France,  part  of  Ger- 
many, and  Italy,  with  a small  part  of  Spain. 

XV.  Alfred  and  the  English. 

The  English  of  Alfred's  day , explaining  in  a simple 
manner  that  the  German  tribes,  of  which  the  followers 
of  Hengist  and  Horsa  were  part,  had  conquered  the 
island  to  the  borders  of  Wales  and  Scotland,  and  that 
they  had  finally  come  under  the  rule  of  a single  king. 
Story  of  St.  Augustine  of  Canterbury. 

The  Vikings , also  called  Danes  or  Northmen,  attack 
the  English.  Description  of  the  Vikings  and  their 
ships. 

Alfred  and  the  Danes;  stories  of  the  hardships  of 
King  Alfred  in  his  struggle,  with  the  Danes;  from  his 
victory  came  as  a result  the  union  of  the  Danes  and 
English  as  one  people. 

Alfred  as  king;  helps  in  the  spread  of  good  books, 
his  just  laws. 

In  treating  Alfred,  as  in  the  case  of  Charlemagne, 
his  personality  should  be  kept  in  the  foreground. 

XVI.  How  the  English  began  to  win  their  liberties. 

A wicked  King , John  Lackland.  A simple  explana- 
tion that  a great  Lord  from  northern  France,  of  the 
race  of  the  Danes  or  Northmen,  Duke  William,  of 
Normandy,  had  conquered  the  English.  His  descend- 
ants called  the  Norman  kings.  One  of  them,  Richard, 
was  a famous  crusader  (to  be  explained  later). 
Richard's  brother  John  was  the  most  wicked  king  Eng- 
land ever1  had.  Explanation  of  how  he  tried  to  sup- 
plant his  brother  during  his  brother's  absence,  of  how 
he  married  the  betrothed  of  one  of  his  own  followers, 
how  he  compelled  the  barons  to  arm  as  if  for  war  and 
refused  to  allow  them  to  return  home  until  they  had 
paid  large  sums  of  money,  how  he  robbed  the  churches. 

The  Great  Charter.  The  barons  at  Runnymede  com- 
pel the  wicked  king  to  promise  to  give  up  all  his  evil 
practices;  they  agree  to  make  war  upon  him,  if  he 
breaks  these  promises.  Mention  the  two  most  impor- 


— ii — 


tant  promises — that  he  will  collect  no  more  money  than 
is  clue  him  as  king,  unless  his  followers  in  council  con- 
sent, that  he  will  no  longer  imprison  men  without 
trying  them  and  proving  them  guilty  of  breaking  the 
laws. 

The  Charters  strengthened.  John’s  son  was  weak 
and  the  barons  made  war  upon  him  to  compel  him  to 
keep  the  promises  of  the  charter.  The  grandson, 
Edward  I,  was  a strong  and  just  king.  Though  he 
liked  to  do  as  he  pleased,  he  agreed  to  keep  the  charter 
or  promise  that  no  taxes  should  be  collected  without 
the  consent  of  the  council.  By  this  time  the  council 
consisted  not  only  of  great  barons  and  bishops,  but  also 
of  men  sent  by  the  towns  to  represent  them.  This  was 
the  beginning  of  the  English  parliament,  the  House  of 
Lords  and  the  House  of  Commons. 

Only  the  simple  elements  of  this  growth  of  the  Eng- 
lish constitution  should  be  touched,  whether  the  line 
of  thought  suggested  above  is  followed  or  some  other 
is  chosen. 

XVII.  How  PEOPLE  LIVED  IN  ENGLAND  AND  IN  EUROPE 
during  the  Middle  Ages. 

The  tozrns:  pictures  of  a walled  town,  like  York, 
Chester,  or  Oxford,  or  Carcassonne  in  France,  or  Nur- 
emberg in  Germany.  The  industries,  how  the  artisans 
were  organized.  The  town  hall  or  guildhall,  like  those 
of  Bruges  or  Paris  or  London. 

The  village  life:  how  the  village  land  was  divided, 
farming  tools,  work  in  common. 

The  nobles:  a castle,  with  pictures ; education  of  the 
boy  for  the  life  of  chivalry,  a tournament. 

XVIII.  The  Church  in  the  Middle  Ages. 

Cathedrals.  Pictures  of  great  cathedrals,  Canterbury, 
Notre  Dame,  Cologne.  How  a Roman  temple,  like  the 
Pantheon,  was  changed  into  a church.  Explanation  of 
the  different  parts  of  the  church  buildings.  Some  of 
the  curious  figures  on  the  outer  walls. 

A monastery,  with  pictures  of  ruined  monasteries  in 
England  or  on  the  Continent.  How  the  monks  were 
organized.  Their  occupations,  especially  the  copying 


— 12— 


of  books,  with  pictures  of  the  way  they  illuminated 
books. 

Mediaeval  pilgrims;  especially  journeys  of  pilgrims  to 
Jerusalem  to  the  shrine  of  the  Holy  Sepulcher.  The 
Turks  who  had  conquered  Syria  and  how  they  troubled 
the  pilgrims. 

XIX.  The  Crusades. 

The  First  Crusade:  Pope  Urban’s  appeal  to  rescue 
the  Holy  Sepulcher ; how  people  pinned  crosses  on 
their  garments;  story  of  Peter  the  Hermit. 

The  capture  of  Jerusalem;  condition  of  the  crusaders 
when  they  reached  the  Holy  City,  their  cruelty  to  its 
defenders,  story  of  Godfrey  and  the  crown  of  the  new 
kingdom  of  Jerusalem. 

Richard  the  Lion-hearted , the  typical  crusader,  tales 
of  his  exploits  in  Palestine  and  of  his  adventurous 
journey  homewards. 

XX.  Results  of  the  Crusades,  growth  of  trade  and  love 

of  travel. 

Venice ; pictures  of  the  city,  a Venetian  ship,  stuffs 
which  the  Venetians  sought  in  the  East. 

Other  trading  cities,  briefly  described — Genoa,  be- 
cause it  was  the  birthplace  of  Columbus;  London,  the 
city  from  which  the  impulse  to  English  settlement  went 
out. 

What  the  Europeans  learned  in  the  East  or  through 
contact  with  the  Moors  in  Spain ; Arabic  system  of 
notation,  algebra,  use  of  windmills,  taste  for  spiced 
foods,  beautiful  decorations  for  houses. 

THE  DISCOVERY  OF  THE  WESTERN  WORLD. 

As  this  ground  is  familiar,  it  is  unnecessary  to  do 
more  than  indicate  the  line  of  thought  by  topics  in  the 
briefest  form. 

XXL  Beginning  of  Discovery. 

Voyages  of  the  Northmen:  the  Northmen  in  Iceland; 
Leif  the  Lucky;  why  his  discovery  of  America  was 
without  important  consequences. 


—13— 


Marco  Polo:  his  journey  to  the  Mongol  court  and  the 
route  which  he  followed  on  his  return ; the  knowledge 
of  the  Pacific  which  he  brought  back  of  greater  impor- 
tance than  the  work  of  the  Northmen. 

Portuguese  voyages , the  first  great  accomplishments 
in  discovery:  Prince  Henry  the  Navigator,  impressions 
in  regard  to  the  shape  of  Africa ; discouragement  when 
voyages  showed  that  the  coast  turned  southward  again 
after  *the  Gulf  of  Guinea ; story  of  the  wonderful 
voyage  of  Diaz. 

Whether  the  teacher  shall  do  more  than  mention 
Prince  Henry  depends  upon  circumstances.  It  is  to 
be  observed  that  a few  words  are  all  that  elementary 
text-books  give  to  what  is  contained  in  this  topic.  It 
can  be  expanded  or  contracted  as  the  judgment  of  the 
teacher  directs. 

XXII.  Columbus. 

His  early  life;  Queen  Isabella  and  her  interest  in  his 
project;  an  incident  from  the  story  of  the  Cid  might 
be  used  to  interest  the  pupils  in  the  Spaniards  and  in 
their  long  crusade  against  the  Moors,  a crusade  which 
gave  to  their  voyages  of  discovery  and  settlement  some 
of  the  old  crusading  purpose. 

The  first  voyage:  the  ships;  troubles  with  the  sailors; 
the  discovery ; the  return  to  Spain. 

Later  voyages:  what  coasts  were  explored;  Colum- 
bus’s notions  of  what  he  had  discovered. 

XXIII.  The  successors  of  Columbus. 

How  America  came  to  be  named  for  Amerigo  Ves- 
pucci rather  than  for  Columbus. 

John  Cabot  and  his  discoveries. 

The  Portuguese  Vascd  da  Gama , the  first  to  reach 
the  Indies  which  Columbus  was  looking  for. 

XXIV.  Other  successors  of  Columbus. 

How  Balboa  found  the  South  Sea. 

The  Story  of  Magellan's  voyage. 

Cartier  in  the  St.  Lawrence ; where  he  came  from ; 
his  hopes ; the  St.  Lawrence  as  a route  to  the  center  of 
the  Continent;  failure  to  make  a permanent  settlement. 


—14— 


XXV.  Beginnings  of  conquest. 

In  Mexico;  story  of  Cortez  briefly  told,  with  a de- 
scription of  the  expedition  of  Coronado  into  what  is 
now  the  western  part  of  the  United  States. 

Story  of  De  Soto. 

How  the  Spanish  used  their  conquests ; the  search 
for  gold  and  silver;  what  a mission  was,  with  pictures 
from  California;  slaves  brought  in  from  the  African 
coast. 

At  the  close  of  the  first  period  of  discovery  and  con- 
quest the  Spaniards  seemed  to  have  distanced  their  rivals. 
They  had  laid  the  foundations  of  profitable  colonies  and  by 
their  explorations  could  argue  a superior  claim  to  North, 
as  well  as  to  most  of  South,  America.  How  they  lost  this 
advantage,  so  that  the  French,  the  Dutch  and  the  English 
colonized  the  best  portions  of  North  America  remains  to 
be  explained.  The  pupil  of  this  grade  cannot  grasp  the 
whole  situation,  but  by  stories  of  the  old  world  and  of  the 
voyagers  to  the  new  world  he  can  be  impressed  that  before 
the  century  was  over  the  rivals  of  Spain  were  more  than  a 
match  for  her,  and,  when  the  next  century  began,  were  able 
boldly  to  ignore  her  inflated  claims  and  plant  colonies  along 
the  Atlantic  shores,  in  the  Hudson  Valley  and  on  the  banks 
of  the  St.  Lawrence.  Again,  it  must  be  repeated  that  no 
effort  should  be  made  to  tell  the  story  of  Europe  in  the 
sixteenth  century.  Just  enough  should  be  told  to  give  mean- 
ing to  the  terms  England,  France,  Holland,  and  Spain  and 
to  convey  the  impression  that  the  Spaniards  lost  their  great 
advantage. 

XXVI.  England  in  the  days  of  Elizabeth. 

Stories  of  ({Good  Queen  Bess  ” Her  love  of  finery. 
The  politeness  of  Sir  Walter  Raleigh.  Elizabethan 
houses,  with  pictures. 

English  seamen  and  the  king  of  the  Spaniards ; 
through  the  story  of  Sir  Francis  Drake,  his  experience 
as  a slave  trader,  as  a plunderer  of  Spanish  colonial 


—15 


towns,  and  through  his  great  voyage  round  the  world, 
illustrate  the  growing  hatred  between  the  English  and 
the  Spaniards. 

Another  reason  for  hatred  between  Englishmen  and 
Spaniards ; the  English  had  adopted  many  of  the  relig- 
ious views  of  the  German  Martin  Luther  or  the  French- 
man John  Calvin  and  no  longer  were  Catholics,  obedient 
to  the  Pope,  while  the  Spaniards  were  earnest  defenders 
of  the  Catholic  religion.  The  English  under  Elizabeth 
had  adopted  forms  of  worship  much  like  the  American 
Episcopalians  of  the  present  day.  In  those  days  dif- 
ferences in  religion  were  causes  of  war.  This  was  one 
reason  why  the  English  sailors  saw  no  harm  in  plun- 
dering Spanish  towns  in  America. 

XXVII.  France,  another  rival  of  Spain. 

The  story  of  Bayard the  “knight  without  fear  and 
without  reproach”,  the  hero  of  the  fight  of  the  French 
King,  Francis  I.,  Jacques  Cartier’s  king,  against  the 
King  of  Spain. 

The  French  and  the  Spaniards  in  a conflict  in  Amer- 
ica: Admiral  Coligny,  a great  French  nobleman,  leader 
of  the  French  Protestants  or  Huguenots,  seeks  to  find 
a refuge  for  them  in  America : the  fate  of  Fort  Caro- 
line ; attack  of  the  Spaniard  Menendez. 

XXVIII.  The  King  of  Spain  attacked  by  his  subjects, 
the  Dutch. 

The  Dutch ; description  of  their  country;  their  fight 
against  the  sea:  their  sturdy  mariners. 

Their  quarrel  with  the  King  of  Spain:  punishments 
inflicted  upon  those  who  became  Protestants;  cruelties 
of  the  Duke  of  Alva  to  the  southern  Netherlanders, 
now  the  Belgians,  who  remained  Catholics,  as  well  as 
to  the  Dutch. 

The  revolt  of  the  Dutch ; story  of  the  “Beggars.” 
One  or  two  stories  of  William  the  Silent,  to  illustrate 
the  struggle  for  independence. 

XXIX.  Englishmen  join  in  the  fight  against  Spain. 

English  and  Dutch;  story  of  Sir  Philip  Sidney. 

War  between  England  and  Spain;  preparations  of 


— 16- 


King  Philip  to  invade  England ; Drake  singes  the 
King’s  beard. 

Story  of  the  Great  Armada  and  its  ruin. 

XXX.  English  voyages  westward. 

Story  of  Gilbert. 

Story  of  Raleigh’s  first  colony . 

Raleigh’s  second  attempt , why  it  failed,  and  what  he 
had  accomplished. 

At  the  close  there  should  be  a geographical  review  of 
the  lands,  bodies  of  water,  etc.,  made  known  by  the  voya- 
gers, connecting  each  great  feature  with  the  man  who  dis- 
covered it,  and  emphasizing  the  way  the  early  mistakes 
about  America  were  gradually  removed  by  later  voyagers. 
The  pupils  should  also  understand  what  countries  held 
these  lands  or,  at  least,  claims  to  them  at  the  end  of  the 
century. 


—17— 


SEVENTH  GRADE. 


The  subject  is  the  exploration  and  settlement  of  North 
America  and  the  growth  of  the  colonies  until  the  close  of 
the  French  and  Indian  War.  Enough  of  the  European 
background  is  included  to  make  plain  events  in  America 
which  had  their  causes  in  England  or  Europe.  A few 
great  European  figures,  which  belong  to  the  world  history, 
are  also  introduced. 

THE  FIRST  SETTLEMENTS  OF  THE  THREE 
RIVALS  OF  SPAIN. 

I.  North  America,  geographical  conditions. 

In  the  sixteenth  century  the  Spaniards  had  settled 
in  Mexico,  the  English  had  attempted  to  settle  on  the 
Atlantic  Coast,  the  French  had  attempted  to  settle  on 
the  St.  Lawrence.  In  which  region  were  the  climate, 
natural  resources,  and  the  general  situation  most  ad- 
vantageous for  a new  settlement? 

Difficulty  of  reaching  the  rich  Mississippi  Valley 
across  the  mountains.  The  approach  by  the  Mohawk ; 
the  approach  by  the  upper  Potomac  and  upper  Ohio ; 
by  Cumberland  Gap ; by  the  Great  Lakes : the  approach 
from  Mexico  overland,  or  by  using  the  Gulf  of  Mexico 
and  the  Mississippi  River. 

This  should  be  treated  very  simply,  with  the  aim  of 
attracting  the  attention  of  the  pupil  at  the  outset  to 
geographical  conditions.  It  is  not  necessary  to  adopt 
the  particular  line  of  thought  suggested,  if  in  some 
better  way  the  end  be  reached. 

II.  Getting  to  the  colonies. 

Ships  of  the  time.  The  sufferings  of  sailors  and 
passengers  on  long  voyages. 

What  a colonizing  company , like  the  English,  Lon- 
don or  Plymouth  Companies,  was.  Why  men  bought 
shares  in  such  companies. 

The  way  emigrants  arranged  with  the  companies  to 
go  to  the  new  colonies. 


— 18— 


III.  The  first  English  settlement. 

Land  controlled  by  the  London  Company . The  first 
settlers  sent  out.  Hardships  of  the  voyage  and  at 
Jamestown.  Story  of  John  Smith. 

Occupations  of  the  early  settlers.  Their  relations 
with  the  Indians.  The  first  negro  slaves;  indentured 
servants. 

How  the  settlers  began  in  i6ip  to  have  an  assembly 
of  representatives. 

In  treating  these  topics  the  pupils  should  be  directed 
mainly  to  the  actual  life  of  the  early  settlers.  These 
primitive  conditions  and  the  ways  adopted  in  order  to 
begin  living  in  the  wilderness  are  especially  interesting 
to  children.  They  will  not  be  much  stirred  by  the  fact 
of  the  Virginia  Assembly;  that  they  understand  its 
significance  fully  need  not  be  insisted  on. 

IV.  The  arrival  of  the  Dutch. 

Henry  Hudson , aim  of  his  voyage,  why  the  Dutch 
wanted  a more  direct  route  to  the  Spice  Islands,  the 
discovery  of  “Hudson”  River. 

Manhattan  Island , a Dutch  trading  post,  relations 
with  the  Indians.  Trading  post  at  Albany;  gateway 
to  Mohawk  Valley  and  the  Great  Lakes,  to  the  north 
by  Lake  Champlain. 

The  attempt  to  attract  settlers  to  the  Hudson  River 
valley,  the  patroons. 

V.  The  First  French  Settlements. 

Settlements  at  Quebec  and  Montreal , houses  and 
fortifications,  occupations  of  the  settlers  compared  with 
those  of  the  Virginia  settlers. 

Champlain,  his  journeys  and  explorations,  his  expe- 
dition against  the  Iroquois  and  its  consequences ; feud 
between  the  Iroquois  and  the  Algonquins,  the  suffer- 
ings of  the  Jesuit  missionaries. 


—19— 


EXILES  FOR  POLITICAL  OR  RELIGIOUS  CAUSES. 


The  topics  under  this  general  subject  touch  the  local 
history  of  several  of  the  Atlantic  states.  It  would  be 
advisable  for  the  schools  of  these  states  to  give  a more 
extended  attention  to  the  beginnings  of  colonial  life 
within  their  own  borders.  This  may  be  done  by  adding 
other  topics  at  the  point  where  these  colonial  begin- 
nings should  be  treated  or  by  treating  in  greater  detail 
those  suggested  here.  Such  a study  of  local  history 
will  add  interest. 

VI.  The  first  exiles  for  conscience's  sake;  the  Pil- 

grims. 

Why  they  left  their  English  home  for  Holland. 

This  should  include  a simple  explanation  that  Queen 
Elizabeth  and  King  James  thought  it  the  duty  of  every 
good  Englishman  to  attend  the  religious  services 
ordered  by  law,  while  the  Pilgrims  believed  that  gov- 
ernment should  not  meddle  in  these  matters.  They 
also  thought  that  the  ordinary  services  of  the  English 
Church  resembled  the  Catholic  services  and  disliked 
them  on  this  account. 

The  voyage  to  New  England.  How  the  Pilgrims 
arranged  to  be  sent  out,  story  of  the  voyage  and  the 
landing. 

Early  years  of  Plymouth  colony:  the  hardships  of 
the  first  year ; occupations ; relations  with  the  Indians ; 
Miles  Standish  and  Massasoit. 

VII.  The  Puritans  plan  to  emigrate. 

King  Charles  and  his  Parliament , the  political  rea- 
son, a quarrel  about  taxes. 

A simple  explanation  of  the  principal  points  in  the 
dispute  along  such  lines  as  this : nowadays  people  de- 
cide through  their  congressmen  or  representatives  what 
taxes  they  shall  pay  and  how  the  money  shall  be  spent. 
Englishmen  in  King  Charles's  day  thought  he  had 
no  right  to  collect  taxes  without  the  consent  of  their 
representatives  in  Parliament.  In  a document  called 
the  Petition  of  Right  they  asked  him  to  agree  to  do 
this  no  more.  He  consented,  but  afterwards  quarrelled 


— 20 — 


with  Parliament,  dismissed,  or  dissolved  it,  and  meant 
never  to  summon  another.  This  naturally  caused 
many  men  to  fear  that  the  King*  would  become  a 
tyrant  and  take  away  much  of  their  property. 

Who  were  the  Puritans?  In  what  did  they  resemble 
the  Pilgrims?  Their  dislike  of  ceremonies  which  were 
similar  to  those  in  the  Catholic  Church.  In  what 
they  differed  from  the  Pilgrims : they  did  not  wish  to 
withdraw  from  the  Church,  but  to  have  its  services 
conducted  as  they  thought  these  should  be  conducted. 
Story  of  Puritan  life,  manner  and  customs,  in  Eng- 
land. 

These  Puritans,  with  such  motives  for  leaving  the 
country,  form  the  Massachusetts  Bay  Company  and 
plan  to  emigrate,  taking  the  charter  of  their  Company 
with  them. 

VIII.  The  great  emigration. 

Settlement  of  Boston , describing  the  voyage,  the 
sites  chosen  for  settlement,  early  growth  of  the  colony, 
its  occupations. 

How  the  Puritans  governed  themselves:  in  churches 
much  like  those  of  the  Pilgrims,  their  town  meetings 
and  their  General  Court. 

Emigration  from  Massachusetts  to  Connecticut,  the 
journey  through  the  woods,  Thomas  Hooker  and  the 
settlements  about  Hartford ; settlement  of  New  Haven. 

IX.  Other  exiles. 

Roger  Williams , his  troubles  in  Massachusetts,  his 
settlement  at  Providence,  his  relations  with  the  In- 
dians. 

Lord  Baltimore  and  the  founding  of  Maryland , how 
without  the  aid  of  a company  he  procured  a grant  of 
land  and  rights  of  settlement,  arrangement  he  made 
with  his  emigrants. 

Reasons  English  Catholics  had  for  desiring  to  emi- 
grate, the  harsh  laws  forbidding  their  worship ; Lord 
Baltimore  founds  Maryland  especially  for  them,  but 
allows  Protestants  also  to  settle  there. 


— 21  — 


X.  Puritan  and  Cavalier  in  England. 

John  Hampden  and  the  Ship  Money. 

War  between  King  and  Parliament,  treated  with  the 
career  of  Cromwell  as  the  center  of  interest,  with  such 
minor  topics  as  “The  Ironsides/’  Cromwell  at  Mars- 
ton  Moor  or  at  Naseby. 

Triumph  of  Parliament,  execution  of  the  King,  brief 
statement  about  the  rule  of  Cromwell,  the  Restoration, 
the  Regicide  Judges  in  New  England. 

These  topics  should  be  treated  simply,  with  no  at- 
tempt at  comprehensive  description  or  explanation. 

XI.  Religious  wars  in  Europe, 

GustOfuus  Adolphus  and  the  Thirty  Years  War. 

This  should  keep  the  interest  centered  on  Gustavus, 
but  should  include  a simple  explanation  how  the  quar- 
rel between  the  Catholics  and  Protestants  of  Bohemia 
and  Germany  resulted  in  civil  war,  and  that  Gustavus 
entered  Germany  to  help  the  Protestants  and  fcat  the 
same  time  to  strengthen  the  influence  of  Sweden  and 
gain  new  territories  for  her.  Emphasis  may  be  placed 
upon  the  Swedish  army  and  upon  Gustavus’s  general- 
ship. 

In  certain  schools  teachers  may  find  it  desirable  to 
add  stories  of  two  other  great  characters  of  this  period, 
— Wallenstein  and  Richelieu.  The  story  of  Wallen- 
stein may  include  the  method  by  which  he  raised  his 
army,  his  battle  with  Gustavus  at  Liitzen,  his  death. 
Richelieu’s  position  as  chief  adviser  of  the  French  king 
should  be  explained  simply,  and  this  should  be  fol- 
lowed by  the  story  of  the  Day  of  Dupes  or  of  the 
Conspiracy  of  Cinq  Mars. 

Huguenot  exiles . Who  the  Huguenots  were  (recall 
Coligny)  ; where  they  were  allowed  to  worship;  King 
Louis  XIV  revokes  the  Edict  granting  them  these  privi- 
leges; the  exiles  to  Germany,  England  and  America. 

XII.  New  exiles  from  England. 

Laws  in  England  which  made  worship  other  than 
that  of  the  State  Church  difficult,  the  Five  Mile  Act, 


22 — 


the  Conventicle  Act.  Imprisonment  of  Bunyan,  an 
illustration. 

William  Penn , his  aim  in  purchasing  the  Jerseys, 
obtains  the  charter  for  Pennsylvania.  The  English 
Quakers.  Settlement  of  Pennsylvania,  relations  with 
the  Indians,  religious  liberty.  Philadelphia. 

COLONIAL  RIVALRIES. 

XIII.  Early  conflicts. 

In  the  West  Indies , the  Buccaneers,  settlements  of 
English,  French  and  Dutch  within  region  claimed  by 
Spain.  West  Indian  plantations  compared  with  Vir- 
ginia plantations. 

Peter  Stuyvesant  and  life  at  New  Amsterdam,  re- 
lations with  the  English.  The  Navigation  Laws,  re- 
sulting in  war  between  England  and  Holland ; stories 
of  Blake  and  Van  Tromp.  New  Amsterdam  becomes 
New  York. 

A simple  explanation  of  the  European  settlements 
in  the  West  Indies  is  important  because  of  the  new 
relation' of  the  United  States  to  this  group.  In  treat- 
ing the  Navigation  laws,  which  were  part  of  the  cause 
of  war  between  the  English  and  the  Dutch,  only 
enough  detail  should  be  given  to  show  how  these  laws 
were  intended  to  cripple  Dutch  commerce. 

XIV.  French  in  the  Mississippi  Valley. 

Story  of  Marquette  (recall  earlier  work  of  Champ- 
lain). 

La  Salle's  journeys  and  conflicts ; his  death.  Chief 
French  settlements  in  the  west;  Detroit,  Vincennes, 
Kaskaskia,  New  Orleans. 

XV.  Growth  of  the  English  colonies. 

The  New  England  Confederacy , King  Philip’s  War. 

Virginia , troubles  with  the  Indians,  discontent  with 
the  governors,  Bacon’s  rebellion. 

Expansion  of  the  English  colonies  Southzvard  and 
Westward ; founding  of  the  Carolinas  and  of  Georgia. 


—23— 


STRUGGLE  FOR  COLONIAL  EMPIRE  BETWEEN 
ENGLAND  AND  FRANCE. 


XVI.  The  Dutch  and  English  unite  against  France. 

Louis  XIV,  splendors  of  his  court  life  at  Versailles, 

his  jealousy  of  the  Dutch,  the  greatest  traders  of  the 
day.  Description  of  Amsterdam.  The  Dutch  Repub- 
lic. 

War  between  France  and  Holland.  Louis  almost 
at  the  gates  of  Amsterdam,  the  dikes  opened  drive 
back  the  French  army,  sympathy  of  the  English  for 
the  Dutch,  marriage  of  Prince  William  and  the  Prin- 
cess Mary. 

Revolution  of  1688  in  England.  King  James  at- 
tempts to  act  like  his  father,  Charles  I,  and  his  crown 
is  given  to  his  daughter  and  her  husband,  Prince  Will- 
iam. Bill  of  Rights.  Illustrate  new  tyranny  of  the 
Stuarts  by  the  story  of  Sir  Edmund  Andros  and  the 
charters.  England  and  Holland  unite  in  the  war 
against  France. 

XVII.  The  colonies  at  war. 

Border  warfare  in  William's  and  Anne's  reigns , 
part  of  wars  in  Europe. 

The  Duke  of  Marlborough  and  the  war  in  Europe, 
with  an  account  of  the  Battle  of  Blenheim.  Results 
of  the  war.  French  cede  Acadia.  France  impover- 
ished, though  the  grandson  of  the  French  King  be- 
comes King  of  Spain.  These  may  all  be  covered  in 
one  exercise,  if  deemed  advisable. 

XVIII.  Beginnings  of  the  final  struggle. 

England  and  France  take  opposite  sides  in  the  strug- 
gle between  Frederick  II  of  Prussia,  and  Maria  There- 
sa of  Austria,  over  Silesia.  Simple  explanation  of 
what  Prussia  and  Austria  were  at  the  time,  with  the 
story  of  Frederick’s  boyhood  and  the  story  of  Maria 
Theresa’s  appeal  to  her  nobles  for  aid  and  their  re- 
sponse. 

Dupleix  and  Clive  in  India,  Situation  of  the  Eng- 
lish and  French  East  India  Companies  at  Madras  and 
Pondicherry,  success  of  Dupleix  in  controlling  the  na- 


—24— 


tive  princes,  utilizing  the  superiority  of  European 
trained  soldiers  over  the  untrained  masses  of  natives. 
Clive  and  the  defense  of  Arcot. 

American  incidents  of  this  conflict.  King  George's 

war. 

The  importance  of  these  topics  comes  from  their 
relation  to  the  struggle  which  followed.  Moreover, 
Frederick  the  Great  is  one  of  the  chief  characters  of 
modern  history. 

XIX.  Causes  of  conflict  in  America. 

The  Virginians  and  French  clash  in  the  Ohio  Valley. 
Albany  Congress. 

The  Braddock  Expedition. 

Montcalm  and  Wolfe,  and  the  fight  for  Canada. 

XX.  Close  of  the  war. 

The  Seven  Years'  \W ar  in  Europe. 

This  should  be  explained  briefly  as  the  counterpart 
of  the  struggle  in  America  and  India.  France  was 
now  the  ally  of  Austria  and  England  of  Frederick  the 
Great.  It  should  be  explained  that  France  could  have 
defended  her  colonies  more  successfully  had  she  not 
meddled  in  the  conflict  between  Maria  Theresa  and 
Frederick.  A description  of  Frederick's  victory  at 
Rossbach  may  be  given  to  leave  an  impression  of  his 
genius  as  a general. 

Terms  of  peace  for  America , incidentally  for  India. 

The  new  colonial  empire  of  England.  How  Eng- 
land began  to  govern  the  French  in  Canada.  Impres- 
sion this  policy  made  in  the  English  colonies. 

FROM  COLONIES  TO  COMMONWEALTH. 

XXI.  The  country  across  the  Alleghanies. 

The  policy  of  the  English  government  in  regard  to 
these  lands.  Surveying  and  settling  in  Western  Penn- 
sylvania and  on  the  Ohio.  The  Scotch-Irish. 

Early  explorations  and  attempts  at  settlement  in 
Kentucky  and  Tennessee. 

The  Settlers  on  the  southern  border  and  the  Indians. 


— 25— 


XXII.  Social  life,  industry*  and  trade  in  the  colo- 
nies. 

Occupations ; the  Northern  farm,  the  Southern  plan- 
tation, colonial  seamen. 

Social  conditions ; slavery  in  the  South,  other  forms 
of  service  in  the  Colonies,  social  customs  north  and 
south. 

Comparison  of  conditions  elsewhere ; an  English  or 
French  colony  in  the  West  Indies,  a Spanish  colony, 
condition  of  the  common  people  in  England  and  Eu- 
rope. 

Only  through  a sirhple  comparison  is  it  possible  to 
understand  the  causes  and  meaning  of  the  varying 
conditions. 

XXIII.  Government  in  the  colonies. 

The  Crown  and  the  People;  what  the  colonial  gov- 
ernor did,  the  rights  of  representative  assemblies,  the 
towns,  parishes,  or  counties. 

Kinds  of  colonial  governments ; differences  between 
Connecticut  and  Massachusetts,  difference  between 
New  York  and  Pennsylvania. 

Comparison  with  other  European  colonies ; with  the 
French  West  Indies;  with  the  Spanish  American  colo- 
nies. 

XXIV.  Grievances  of  the  colonies,  causes  of  the  Revo- 
lution. 

Before  the  Stamp  Act;  operation  of  the  Navigation 
Acts,  the  Sugar  Act,  relative  amount  of  taxation  de- 
termined by  parliamentary  acts ; English  and  Ameri- 
can views  of  what  representation  meant. 

Resistance  to  new  taxes;  the  Stamp  Act,  its  repeal 
with  the  attempt  to  enforce  the  principle  by  the  Town- 
send Revenue  Acts,  Samuel  Adams  and  Patrick  Henry, 
Whig  defenders  of  the  American  cause,  Pitt  and 
Burke;  George  III  and  his  friends. 

Beginnings  of  violent  resistance ; interference  with 
the  landing  or  sale  of  taxed  tea,  retaliation  by  Parlia- 
ment; Committees  of  Correspondence,  First  Continen- 
tal Congress. 


— 26 — 


XXV.  Opening  of  the*  Revolutionary  War. 

The  first  fighting:  Lexington,  Bunker  Hill,  make- 
up of  the  English  and  colonial  armies. 

Independence ; how  the  colonies  received  the  news 
from  Massachusetts,  how  it  was  received  by  parties  in 
England,  sentiment  in  America  for  and  against  inde- 
pendence, signing  the  Declaration. 

Organization  of  the  colonies  into  states , and  of  the 
states  into  the  Confederation,  how  the  states  were 
formed,  the  Committees  of  Correspondence  and  of 
Safety,  the  Congress. 

XXVI.  Period  of  difficulty. 

Struggle  about  New  York;  loss  of  New  York,  re- 
treat through  the  Jerseys,  recovery  at  Trenton  and 
Princeton. 

Burgoyne’ s expedition;  aim,  causes  of  failure,  effects 
of  struggle. 

Loss  of  Philadelphia;  Brandywine  and  Germantown, 
Valley  Forge.  Plots  against  Washington. 

This  work  should  be  grouped  as  much  as  possible 
about  Washington.  In  treating  battles  only  one  or 
two  significant  incidents  should  be  mentioned. 

XXVII.  Struggle  west  of  Alleghanies. 

The  N orthwest ; attitude  of  French,  attitude  of  In- 
dians. 

Story  of  George  Rogers  Clark  and  the  results  of  his 
work. 

XXVIII.  The  French  Alliance. 

Reasons  for  it;  the  ancient  grudge  against  England, 
enthusiasm  of  men  like  LaFayette,  Franklin's  influence, 
time  chosen  for  intervention. 

The  first  consequence ; retreat  of  British  from  Phila- 
delphia, English  on  the  defensive  in  West  Indies.  John 
Paul  Jones. 

Increasing  difficulties  of  the  English;  Spain  joins 
the  alliance,  the  Armed  Neutrality,  English  and  the 
Dutch  at  war. 


—27— 


XXIX.  War  in  the  South,  a new  period  of  difficulty. 

Losses  in  South;  capture  of  Savannah  and  Charles- 
ton, defeat  of  Gates. 

Treason  of  Arnold;  Arnold’s  services  and  disap- 
pointments, plans  to  betray  West  Point,  discovery  of 
plot  and  fate  of  Andre. 

Recovery  in  the  South;  King’s  Mountain,  Cowpens 
and  Guilford  Court  House ; Greene  and  Cornwallis. 

Only  an  outline  of  the  struggle,  with  a few  typical 
incidents. 

XXX.  Close  of  the  war. 

Yorktown  Campaign  ; why  Cornwallis  was  at  York- 
town,  Washington's  plan  and  the  help  of  the  French, 
the  surrender. 

Why  the  war  went  on:  England’s  desire  to  gain 
favorable  terms  in  the  struggle  with  France;  effect 
of  Rodney’s  victory  in  the  West  Indies. 

Peace:  boundary  questions,  terms  obtained  by  the 
American  envoys ; fate  of  the  Loyalists. 


•28- 


EIGHTH  GRADE. 


I.  The  New  Republic. 

Weakness  of  the  government  under  the  Articles  of 
Confederation,  powers  which  our  present  national  gov- 
ernment holds  which  the  new  government  did  not  pos- 
sess. 

Distress  in  the  Republic:  troubles  in  Massachusetts 
and  their  causes;  paper  money;  trade  disputes. 

The  Northzvest : land  claims  of  the  different  states; 
danger  to  the  Union  from  this  dispute ; the  Ordinance 
of  1787  and  the  beginnings  of  settlement  in  the  North- 
west. 

II.  The  Constitution. 

The  Convention  of  1787,  occasion  of  its  meeting, 
its  leaders,  the  way  they  worked  in  agreeing  about  the 
Constitution. 

Powers  granted  to  the  National  government,  espe- 
cially for  the  levy  of  taxes,  and  for  the  enforcement  of 
law. 

Powers  taken  from  the  States:  levy  of  import  and 
export  duties,  emission  of  paper  money  or  coinage  of 
money,  entering  into  agreements  with  other  states  or 
with  foreign  countries. 

III.  The  new  government. 

Adoption  of  the  Constitution:  a typical  contest,  Mas- 
sachusetts, New  York  or  Virginia;  case  of  Rhode 
Island  and  of  North  Carolina. 

Organization  of  the  new  government : the  elections, 
choice  of  Washington,  first  inauguration,  manners  and 
customs  in  the  new  Republic. 

Washington's  administration:  the  first  cabinet;  the 
Whisky  Insurrection  and  its  causes ; the  question  of 
the  Mississippi ; manners  and  customs  in  the  New 
Republic. 


-29 — 


IV.  England  after  the  Revolution. 

Attitude  towards  the  New  Republic:  troubles  about 
the  Western  posts;  the  case  of  the  Loyalists;  American 
trade  with  Great  Britain,  the  English  West  Indies. 

English  colonies.  Canada  after  the  war,  incoming 
of  Loyalists,  re-organization  of  the  colony;  settlement 
of  Australia. 

Industrial  changes : spinning  jenny  and  power  loom, 
beginnings  of  factories ; changes  in  system  of  holding 
land  and  in  farming. 

V.  Revolution  in  France, 

Grievances  of  the  French  people:  the  common  people, 
especially  the  peasants,  paid  most  of  the  taxes,  they  also 
paid  part  of  their  crops  and  other  dues  to  the  nobles, 
the  nobles  alone  had  the  right  to  fish  and  to  hunt,  and 
the  hunting  parties  or  the  game  often  ruined  the  crops 
of  the  peasants. 

The  king  conquered  by  his  people:  Louis  XVI  calls 
a great  assembly,  the  States  General,  of  clergy,  nobles, 
and  commoners,  how  in  the  struggle  of  the  clergy  and 
the  nobles  to  keep  the  commoners  from  having  too 
much  influence  in  the  decision  of  questions  the  king 
sides  with  the  clergy  and  nobles ; in  the  ensuing  quar- 
rel the  people  of  Paris  capture  a royal  fortress  and 
prison,  the  Bastille,  on  July  14th  (the  present  national 
holiday)  ; the  States  General,  become  the  National 
Assembly,  passes  many  useful  laws,  making  taxes 
equal  and  removing  burdens  from  the  peasants. 

Overthrow  of  the  King:  the  king,  a prisoner  in  his 
palace  at  Paris,  tries  to  escape  to  the  frontier,  is  brought 
back;  violent  men  gain  the  upper  hand  in  France,  de- 
pose the  king,  and  cause  his  execution ; at  war  with 
other  countries,  Austria,  Prussia,  Spain,  and  England, 
fearing  to  be  attacked  by  them  or  believing  French 
rights  violated  by  them. 

This  is  an  immense  subject,  and  very  difficult  to 
explain  briefly,  but  if  the  teacher  will  keep  carefully 
along  the  simple  lines  indicated,  the  French  Revolu- 
tion will  furnish  the  pupil  something  with  which  to 
compare  the  American  Revolution  as  well  as  some 


-30— 


indications  of  the  background  of  many  events  of  Wash- 
ington’s and  Adams’s  administrations.  Not  more  than 
the  time  of  three  exercises  should  be  given  to  the 
subject. 

VI.  European  wars  and  American  interests. 

How  the  war  affected  America:  American  sympa- 
thies, the  conduct  of  Genet  and  other  French  minis- 
ters. 

Neutral  commerce:  England’s  policy,  the  Jay  treaty. 

Troubles  during  Adams's  administration : fighting 
with  French  ships,  preparations  for  war,  Alien  and 
Sedition  laws;  Kentucky  and  Virginia  Resolutions. 

VII.  Advent  of  Jefferson. 

The  election  of  1800  and  its  consequences : contest 
between  Burr  and  Jefferson,  change  in  method  of  elect- 
ing Presidents;  Jefferson’s  policy  of  Democratic  sim- 
plicity and  economy. 

Purchase  of  Louisiana:  history  of  the  control  of 
Louisiana ; how  Bonaparte  came  to  sell  the  territory, 
story  of  the  purchase. 

Opening  the  new  territory ; Lewis  & Clark  Expedi- 
tion, explorations  of  Pike,  Western  fur  trade. 

VIII.  New  wars  in  Europe  and  their  consequences  to 
America. 

Story  of  Napoleon  Bonaparte : the  young  Corsican 
at  French  military  schools,  the  “Little  Corporal”  and 
his  soldiers,  his  victories  make  him  the  idol  of  the 
French  people  and  they  give  him  the  imperial  crown. 

His  great  war  with  England:  gathers  an  army  to  in- 
vade England,  battle  of  Trafalgar ; attempts  to  keep 
neutrals  like  the  United  States  from  trading  with 
England ; the  English  retaliate. 

How  America  was  affected:  effect  on  American  ship- 
ping ; grievance  about  impressment  of  seamen ; the 
Embargo  of  1807;  the  Non-intercourse  Act. 

IX.  The  War  of  1812. 

Its  causes:  refusal  of  the  British  to  make  concessions 
until  too  late,  in  the  dispute  about  rights  of  American 


seamen  and  commerce ; war  spirit  in  America ; an  un- 
timely struggle  for  the  British,  because  they  had  long 
been  fighting  against  Napoleon,  especially  in  Spain. 

The  struggle  about  Lake  Erie:  attitude  of  the  In- 
dians, Tecumseh;  surrender  of  Detroit,  Perry’s  vic- 
tory on  Lake  Erie. 

Victories  of  the  Constitution , their  real  meaning; 
significance  of  the  blockade  of  the  coast. 

X.  Conclusion  of  the  War. 

The  war  unpopular  in  New  England , reasons  for 
this ; campaign  on  Northern  frontier ; the  burning  of 
Washington. 

Peace  of  Ghent ; defeat  and  abdication  of  Napoleon 
frees  the  hands  of  British ; but  both  parties  weary  of 
the  war,  the  terms  of  peace  silent  on  the  cause  of  war ; 
battle  of  New  Orleans,  after  peace  was  made. 

End  of  the  great  European  wars:  Napoleon’s  return 
from  exile  at  Elba,  his  defeat  at  Waterloo,  his  exile 
at  St.  Helena. 

XI.  The  Industrial  Revolution  in  America. 

Cotton:  old  methods  of  cleaning  cotton ; Eli  Whit- 
ney and  the  cotton  gin ; effects  of  this  invention  upon 
Southern  industry  and  the  slavery  question. 

Factories:  Samuel  Slater  and  the  adoption  of  English 
inventions ; Francis  C.  Lowell ; effect  of  the  war  on 
the  transfer  of  capital  from  shipping  to  manufactures. 

Steamboats:  early  attempts:  Fulton’s  work;  the  first 
steamboat  lines. 

XII.  Western  emigration. 

The  new  homes:  states  and  territories  organized  be- 
yond the  Alleghanj.es  by  1815;  Western  roads,  old 
Indian  trails,  the  Cumberland  road,  the  National  Turn- 
pike : canals,  the  Erie,  the  Pennsylvania. 

The  settlers;  motives  which  influenced  European 
emigration  after  1815;  emigration  from  the  older 
states;  increase  of  population  in  the  trans-Alleghany 
region  between  1815  and  1830. 

Life  of  the  settler:  his  first  tasks,  the  crops  which 
he  raised,  beginnings  of  self-government. 


—32— 


XIII.  Social  conditions  about  1820. 

Free  and  slave  labor:  industrial  reasons  for  reten- 
tion of  slave  labor,  region  where  slaves  were  still  held ; 
the  international  slave  trade  prohibited  since  1808  by 
United  States  and  Great  Britain. 

Missouri  compromise : the  question  of  slavery  in  the 
territory  gained  by  the  Louisiana  purchase ; bargain 
made  for  the  admission  of  Missouri. 

Comparison  between  life  in  a Northern  factory  town 
and  on  a Southern  plantation. 

Beginnings  of  American  Literature. 

XIV.  Revolt  of  the  Spanish  colonies. 

This  should  be  introduced  by  an  explanation,  brief 
and  simple,  of  the  divisions  of  the  Spanish  colonial 
possessions,  and  by  a comparison  of  their  grievances 
with  the  grievances  of  the  English  colonists  before  the 
Revolution. 

The  revolt:  first  directed  against  Bonaparte,  who 
had  taken  the  throne  from  King  Ferdinand,  but  after- 
wards against  the  King  himself,  because  he  was  unwill- 
ing to  grant  liberties  to  the  colonists ; story  of  one  of 
the  leaders,  Bolivar  or  San  Martin. 

The  new'  republics  and  the  United  States:  question 
of  their  recognition ; Spain  and  the  purchase  of 
Florida ; advance  of  Russia  down  the  western  coast 
of  North  America ; Spain  and  her  allies  prepare  to 
restore  Spanish  authority ; attitude  of  England ; the 
Monroe  Doctrine  in  the  President’s  message  of  1823. 

XV.  Politics  from  1824  to  1832. 

The  election  of  1824 ; the  candidates,  why  the  elec- 
tion was  finally  completed  in  the  House  of  Represen- 
tatives, ill-feeling  of  Jackson’s  friends  over  the  result. 

Internal  improvements  in  the  tariff : the  ques- 
tion of  the  duty  of  government  to  help  in  improving 
means  of  transportation,  should  the  government  also 
“foster  home  industries”?  The  tariff  of  1828  and  the 
attitude  towards  it  of  Calhoun  and  other  Southerners. 

“Reign”  of  Jackson:  his  success  with  the  voters; 
“To  the  victors  belong  the  spoils”,  Nullification  and 
the  Webster-Hayne  debate. 


—33  — 


XVI.  Three  Great  Questions. 

New  method  of  electing  a president:  new  parties, 
especially  the  Whigs ; the  first  national  convention,  the 
election  in  1832. 

Banking  troubles:  the  United  States  and  Jackson’s 
war  upon  it;  “wildcat”  banks;  the  panic  of  1837. 

The  anti-slavery  movement:  slavery  abolished  by 
purchase  in  the  British  dominions  in  1834;  the  early 
Abolitionists  in  the  United  States,  Wiliam  Lloyd  Gar- 
rison ; struggle  in  Congress  over  petitions. 

XVII.  Our  Neighbors. 

Texas , part  of  the  Republic  of  Mexico,  early  emi- 
grants from  the  United  States,  Sam  Houston ; revolt 
of  Texas,  movement  for  its  annexation  to  the  United 
States. 

The  Oregon  question:  early  settlers  and  traders  on 
the  Northwest  coast;  joint  occupation  by  England  and 
the  United  States,  final  settlement  of  question. 

Canada:  Canadian  insurrection  of  1837  and  its 
causes ; the  Canadians  permitted  to  govern  themselves 
through  responsible  ministries;  permanence  of  French 
influences,  expansion  of  English  settlements. 

XVIII.  War  with  Mexico. 

Annexation  of  Texas:  attitude  of  Northerners  and  of 
Southerners : manner  in  which  annexation  was  effected ; 
quarrel  with  Mexico  over  the  boundary. 

The  war:  the  United  States  the  aggressor;  General 
Taylor’s  campaign ; General  Scott’s  march  on  the  City 
of  Mexico;  Fremont  crosses  the  mountains  into  Cali- 
fornia. 

It  is  not  intended  that  the  teacher  enlarge  upon  mere 
military  details. 

Results:  annexation  of  territory  by  treaty  of  Guada- 
lupe Hidalgo,  description  of  this  territory. 

XIX.  California,  some  of  the  consequences  of  annexa- 
tion. 

Discovery  of  gold:  how  made,  the  rush  to  the  gold 
fields ; similar  discoveries  in  Australia. 


—34— 


The  slavery  question  again:  need  of  state  govern- 
ment in  California ; the  Free  Soil  Party ; attitude  of 
Southerners  towards  the  admission  of  California ; the 
Compromise  of  1850. 

Failure  of  the  Compromise ; The  Fugitive  Slave  Law, 
methods  of  enforcement;  the  Underground  Railway; 
Personal  Liberty  Laws;  “Uncle  Tom’s  Cabin.” 

XX.  The  North  re-enforced,  industrial  and  social 
development. 

New  causes  of  emigration  from  Europe:  famine  in 
Ireland;  political  troubles  of  Germany,  1848  to  1849; 
where  these  emigrants  settled  and  their  feeling  about 
slavery. 

Development  of  transportation:  railroad  building; 
steamboat  traffic  on  the  lakes  and  rivers ; the  telegraph. 

The  New  West:  opening  of  new  farm  lands,  im- 
provement in  agricultural  machinery;  growth  of  West- 
ern cities,  centers  of  commerce  and  maaufacturing ; 
increase  oi  wealth  of  these  new  regions. 

XXI.  Slavery  in  the  West  again. 

The  Kansas- N ebraska  question:  the  plan  to  leave 
the  decision  to  the  settlers  themselves,  the  Kansas- 
Nebraska  bill,  organization  of  emigration. 

A new  party:  the  collapse  of  the  Whig  party,  the 
make-up  of  the  Republican  party;  the  election  of  1856. 

The  slavery  question  becomes  acute : the  Dred  Scot 
case ; the  Lecompton  Constitution ; the  Lincoln-Doug- 
las  debates,  the  John  Brown  raid. 

XXII.  The  Crisis  of  the  Union. 

The  election  of  i860:  the  candidates,  their  platforms 
and  cries,  the  attitude  of  the  South,  the  election  of 
Lincoln. 

The  Secession  Movement : its  theory,  Northern  and 
Southern  points  of  view ; the  steps  taken  to  form  a 
Southern  Confederacy ; the  doubtful  states ; President 
Buchanan’s  policy : attempts  at  compromise ; affair  of 
the  Star  of  the  West. 


—35— 


XXIII.  Civil  War. 

Relative  power  of  the  Southern  Confederacy  and  of 
the  Federal  government : resources  of  the  two  sections, 
immediate  and  capable  of  organization. 

Fort  Sumter  and  the  call  to  arms ; Bull  Run  and 
its  lessons ; organizing  for  the  struggle ; methods  of 
paying  expenses,  paper  money,  loans. 

XXIV.  Varying  Fortunes  of  Conflict. 

Cutting  off  the  Confederacy  from  the  outside  world, 
the  blockade,  the  Monitor  and  the  Merrimac;  blockade 
running,  the  Trent  affair;  attitude  of  different  classes 
of  English  people  towards  the  conflict. 

General  plan  of  the  struggle  on  land:  the  blow  aimed 
at  the  capital  of  the  Confederacy,  the  failure  of  Mc- 
Clellan (without  dwelling  on  names  or  details  of  par- 
ticular battles)  ; the  attempt  to  divide  the  Confed- 
eracy along  the  line  of  the  Mississippi,  Grant’s  cam- 
paign of  1862. 

The  Emancipation  Proclamation  as  a war  measure  ; 
war  policy  towards  the  negroes. 

XXV.  Turning  of  the  Tide. 

Crisis  of  the  struggle  in  the  East , a study  of  Gettys- 
burg with  simple  mention  of  the  battles  which,  led  to 
it  (from  Fredericksburg  or  Antietam). 

Crisis  on  the  Mississippi , struggle  about  Vicksburg 
(without  military  details). 

On  the  threshold  of  the  cotton  states , from  Chicka- 
mauga  to  Mission  Ridge,  with  description  of  only  one 
field. 

XXVI.  Overthrow  of  the  Confederacy. 

The  Virginia  Campaign  of  1864 > emphasizing  the 
tenacious  defense  by  Lee  and  the  persistent  attacks  of 
Grant,  without  using  the  details  of  more  than  one 
battle. 

Sherman's  invasion  of  the  cotton  states ; aim,  in  rela- 
tion to  Grant's  campaign,  fall  of  Fort  Fisher,  effects 
on  the  resources  of  the  Confederacy. 

Appomatox:  surrender  of  Lee;  assassination  of 
Lincoln ; dismissal  of  the  armies. 


—36— 


XXVII.  The  Problems  of  Restoration  of  Peace. 

Reconstruction:  policies  of  Lincoln,  of  Johnson,  of 
the  Republican  party. 

Methods  of  reconstruction;  Amendments  to  the 
Constitution,  acts  of  Congress ; quarrel  of  Congress 
and  the  President. 

Troubles  in  the  South:  Carpet-bag  government; 
Ku-Klux;  the  “force”  bills;  opposition  of  the  Liberal 
Republicans  in  the  election  of  1872. 

XXVIII.  Great  Changes  in  Europe,  Germany,  Italy 
and  France. 

Civil  war  in  Germany:  names  of  the  principal  states 
in  Germany;  how  they  were  united  before  1866;  Aus- 
tria and  Prussia,  rivals  for  leadership ; Austria  driven 
out  of  Germany  (in  1866),  the  Northern  part  of  which 
is  organized  into  a new  Confederation  under  the  con- 
trol of  Prussia. 

Germany  and  France ; Napoleon  III,  his  desire  to  be 
as  great  as  his  uncle,  failure  of  his  scheme  to  set  up 
an  Empire  in  Mexico ; quarrel  between  Germany  and 
France  over  the  candidacy  of  a Hohenzollern  prince 
to  the  throne  of  Spain;  the  Franco-Prussian  war, 
described  in  general  outline,  emphasizing  the  surpris- 
ing victory  of  the  Germans ; all  the  Germans  in  the 
midst  of  their  victory  unite  to  form  an  Empire,  with 
the  king  of  Prussia  as  Emperor;  Napoleon  III  in  exile, 
France  a Republic. 

Italy  united:  Italian  states  before  1859;  Napoleon 
III.  helps  Victor  Emmanuel  to  win  Lombardy  from 
Austria;  expedition  of  Garibaldi  to  Naples  and  Sicily; 
capture  of  Rome  in  1870. 

The  teachers  can  do  little  more  than  state  in  the  sim- 
plest outline  the  history  of  the  critical  period  of 
Europe  from  1859  to  l&7 L adding  a few  illustrative 
incidents.  The  aim  should  be  to  draw  the  attention 
of  the  pupils  to  the  subject  rather  than  to  give  them 
all  they  should  know. 


— 37— 


XXIX.  Development  of  Great  Britain. 

Growth  of  self-government : how  the  reforms  of 
1832  equalized  the  representation  in  the  House  of 
Commons ; how  suffrage  in  England  has  become  prac- 
tically universal ; laws  securing  the  freedom  and  secrecy 
of  the  ballot. 

How  the  House  of  Commons  has  used  its  power : 
factory  laws,  laws  improving  the  conditions  cf  Irish 
tenants,  etc, 

The  British  Empire:  brief  descriptions  of  English 
communities  beyond  the  seas,  Canada,  Australia, 
South  Africa,  etc.,  English  still  the  greatest  trading 
people  of  the  world. 

XXX.  The,  New  Union. 

Opening  of  the  far  West:  Pacific  railways,  distribu- 
tion of  the  public  lands,  a typical  Western  settlement. 

Financial  crisis:  payment  of  the  national  debt;  panic 
of  1873  and  its  causes;  re-organization  of  business, 
exhibition  of  1876. 

Close  of  Reconstruction  Policies : the  disputed  elec- 
tion of  1876;  policy  of  Hayes  towards  the  South;  re- 
moval of  United  States  troops  and  the  results. 

XXXI.  The  Larger  Europe. 

Stories  of  great  explorers:  work  of  Livingstone,  of 
Stanley. 

How  Africa  was  divided , illustrated  by  the  founding 
of  the  Congo  State,  the  English  possessions  in  the 
Nile  valley  and  at  the  Cape,  with  the  cry  for  a railway 
from  “the  Cape  to  Cairo,”  the  French  in  Algiers,  the 
Germans  in  the  East  and  Southwest  Africa. 

European  interests  in  Asia:  the  English  in  India, 
the  French  in  Indo-China,  the  Dutch  in  the  Spice 
Islands ; China. 

Such  topics  as  these  can  be  explained  only  briefly, 
using  an  incident  here  and  there  to  illustrate  a feature 
of  the  situation. 


-38- 


XXXII.  The  Problems  of  the  Republic. 

From  industrial  growth:  consolidation  of  railways, 
development . of  great  industries,  national  in  extent ; 
legislation  against  monopolies,  against  impure  foods 
and  other  industrial  frauds ; labor  laws ; the  labor 
movement. 

From  commercial  rivalry  of  Europe;  supremacy  of 
English  shipping ; growth  of  German  trade,  etc. 

From  the  war  with  Spain:  the  annexation  of  Porto 
Rico  and  the  Philippines;  withdrawal  from  Cuba; 
Colonial  problems ; Panama  Canal. 

Education:  development  of  public  schools,  technical 
schools  and  universities. 


—39— 


